Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate
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DOI：
10.1016/j.jsp.2007.06.009
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发表时间：
2008-08-01
影响因子：
5
通讯作者：
Maes, Frederik
中科院分区：
文献类型：
--
作者：
Buyse, Evelien;Verschueren, Karine;Maes, Frederik
在课堂上有问题行为的幼儿有可能与老师产生更多冲突和更不亲密的关系。幼儿园的两项研究（N=3798；N=237）揭示了课堂氛围的某些方面，可以减轻这种关系问题的风险。结果显示，就内化或外化行为的平均水平而言，有问题的课堂构成会加剧教师与表现出外化行为的孩子形成更多冲突关系的风险。此外，观察到教师的情感支持可以保护因行为失调而面临风险的儿童的关系功能。具体来说，有了情感支持的老师，暴露内化或外化行为的孩子不再面临与老师发展不太亲密或更加冲突的关系的风险。报告了研究的实际意义和局限性，并对未来的研究提出了建议。 (C) 2007 年学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
Young children with problem behavior in the classroom are at risk for developing more conflictual and less close relationships with their teachers. Two studies in kindergarten (N=3798; N=237) shed light on some aspects of classroom climate that can moderate this risk for relational problems. Results showed problematic classroom compositions, in terms of high average levels of internalizing or externalizing behavior, to exacerbate the risk for teachers to form more conflictual relationships with children showing externalizing behavior. Additionally, observed emotional support of teachers was found to be protective for the relational functioning of children at risk due to maladjusted behavior. Specifically, with emotionally supportive teachers, children who expose internalizing or externalizing behavior are no longer at risk for developing less close or more conflictual relationships with their teachers respectively. Practical implications and limitations of the studies are reported and suggestions are made for future research. (C) 2007 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.